The top reported proficiency rate is 80% in English language arts. The lowest is 43% in Science.
Original Research by School Decision on Math and Science Academy
The Math and Science Academy is a single-school charter district in Washington County that serves grades six through twelve. Its name signals the academic focus, and the available performance data suggests the school delivers on that promise in math and reading, with more mixed results in science. The district is small overall, enrolling a few hundred students across the middle and high school grades, which means each grade cohort is modest in size. Because this is a charter district operating a single school, the district-level story is the school’s story.
On state assessments for grades six through eight—the only tested grades in this span—math proficiency was solidly above the midpoint, with strong majorities of students meeting the state’s proficiency standard. English language arts results were even stronger, with large majorities scoring proficient in each grade. Eighth-grade science, however, showed a substantially lower proficiency rate, and the assessment itself underwent a change in both name and cut scores that year, so direct comparison to prior years is not possible from the data available. The overall proficiency index across all tested subjects and grades placed the school in the top quartile among Washington County’s districts, a clear signal of above-average academic performance relative to its immediate peers in the county.
Chronic absenteeism was very low, also ranking in the top quartile among county districts, which points to a student body that is consistently present. Per-pupil current spending was at the lower end of the county range, a characteristic that may reflect the school’s charter status and leaner administrative structure, though the data does not explain the causes. The graduation rate was not reported in the data available, so it is not possible to speak to how many students finish high school here; a parent interested in that metric would need to ask the school directly.
The student body is diverse in racial and ethnic composition. White students form the largest single group, followed by similar-sized shares of Asian students and Black students. Students identifying as two or more races, Hispanic students, and American Indian or Alaska Native students each make up smaller portions. The data did not include information on the share of students who qualify for free or reduced-price meals, nor on students with disabilities or English learners, so the socioeconomic and special-education profile of the school remains unclear from this record. A family weighing supports and services would need to seek that information from the school.
The district brief found no recent property-tax shifts, curriculum overhauls, or other lasting parent-relevant changes reported in available public sources. The school appears to have been operating without major structural disruptions in the period reviewed. The absence of a locale brief means the community context—housing market, town character, commute patterns—is not part of this account, and a resident would need to look beyond this profile for that picture.
This is a small, high-performing charter district with a focused name and demonstrated strength in math and reading, low absenteeism, and a racially diverse enrollment. The weaker science results and the absence of graduation-rate data are gaps a parent may want to explore directly with the school, along with questions about special education and English learner services.
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